For this Pagosa Springs math teacher, mountain biking and ultimate frisbee hold lessons, too.

PHOTO: Andy Guinn
Teacher Andy Guinn with his students during a trip to Moab, Utah.

How do teachers captivate their students? Here, in a feature we call How I Teach, we ask great educators how they approach their jobs. You can see other pieces in this series here.

A couple years ago, Andy Guinn was about to take his Pagosa Springs Middle School students on a mountain bike ride in Utah when a hiker offered an unsolicited opinion: The kids should be in school not at a state park. The government was going to hear about it, the hiker warned.

The criticism made Guinn, who teaches mountain biking and ultimate frisbee electives in addition to eighth-grade math, second-guess himself. Were the outings a waste of time and money?

Shortly thereafter, he got his answer. The parents of a student contacted him to say what a difference the mountain biking class had made for their son. He’d gone from a kid who hated school to one who’d finally found his niche.

Guinn talked to Chalkbeat about the parent feedback that reaffirmed his belief in outdoor trips, his meatball math lesson and how he brings life to his windowless classroom.

Guinn is one of 20 educators selected for the state’s new Commissioner’s Teacher Cabinet. The group provides input to officials at the Colorado Department of Education on the impact of education policies in the classroom.

This interview has been condensed and lightly edited.

Why did you become a teacher?
I grew up swearing I would never be a teacher because so many members of my family were teachers. I remained stubborn until grad school when I realized that I really enjoyed being a teaching assistant and working with students. Three years later, I was in a teaching program getting my license.

What does your classroom look like?
My room is the ugliest classroom I have ever been in. It has cinder block walls, no windows, and orange carpet. I almost didn’t take the job because it was so awful. Luckily, everything else about our school is phenomenal. I have pictures all over my windowless walls from our Adventure Learning trips to Moab and Los Alamos as well as day trips to our local ski area and hikes in the mountains that surround us. They remind me how important it is to allow students opportunities to explore, spend time outside and learn beyond our academic standards. They also remind me how lucky I am to live and work in such a beautiful place.

Fill in the blank. I couldn’t teach without my __________. Why?
Dogs. They make me smile after a bad day. They keep me active and healthy during busy times of the year. They remind me that it takes a lot of training to make a habit. But most of all, they remind me to be patient with my students.

What is one of your favorite lessons to teach? How did you come up with the idea?
I steal a lot of stuff from Dan Meyer (http://blog.mrmeyer.com/). His Three Acts are fantastic and go over really well with students. One of my favorites that I adapted was his meatball lesson to teach students about the volumes of spheres and cylinders.

Originally I just used his videos, but I wanted to add in a classroom demonstration. I didn’t think I could logistically pull off a pot of meatballs for each class so I had to come up with something else. I decided on a cylindrical glass filled almost to the top with water. I tell the students we’re going to see how many marbles can fit into it without it spilling over. I raise the stakes by telling them we’ll be dropping the marbles in with their phones stacked around the base of the glass. They tend to get really engaged at that point.

How do you respond when a student doesn’t understand your lesson?
This is one of my favorite parts of teaching because I will never be done figuring out new ways to explain things, new ways for students to experience the material and new ways for students to show me what they’ve learned. I’ve found that having other students share their strategies can show both me and the confused student a new perspective on a problem. It’s also a great way to get a glimpse into the mind of someone who is just learning a concept, which is a perspective I no longer have.

How do you get your class’s attention if students are talking or off task?
We count to three in different languages. They repeat each number after me. Through the years, students have asked to teach the class some new languages so I have about six or seven I use now. Our school has also embraced physical activity breaks in the classroom as a strategy to keep engagement and focus at a high level throughout a class. I love these and can really feel a difference in the energy in my classroom when we use these.

How do you get to know your students and build relationships with them? What questions do you ask or what actions do you take?
I start the year building relationships with students for a week while we work on problem-solving skills. We also take our whole 8th grade class to Moab, Utah, for a four-day camping trip where I get a lot of opportunities to get to know students outside of the classroom. When they see me roll out of my tent with some crazy bed hair, a lot of them let their guard down and are willing to work even harder for me in the classroom when we get back.

Tell us about a memorable time — good or bad — when contact with a student’s family changed your perspective or approach.
In Moab a couple years ago, my mountain biking elective class was going for a ride at Dead Horse State Park. A visitor to the park approached a couple of my students and asked them why they weren’t in school. They replied that they actually were and that they were about to have their class along one of the trails in the park. The visitor wasn’t happy at all and told my students he was going to to write to the government to complain. I felt bad for my students and I started to question if the class was really a good use of time and resources.

The week after we got back from the trip, a parent contacted me to tell me what a positive difference the mountain biking class was making for their student. They told me that their son had never wanted to go to school until this year, had never put in much effort into his classes and had always felt like his teachers disliked him. But with the mountain biking class, their student found motivation to come to school, a place where he could excel, a chance to feel comfortable around his classmates and me, and a chance to get some of his energy out in a positive way. It was the perfect timing as it reconfirmed for me the importance of providing students with these types of opportunities in school as ways to build relationships with students and improve their academic performance at the same time.

What are you reading for enjoyment?
I just started “The Book of Joy” by the Dalai Lama, Desmond Tutu and Douglas Adams. I got to see them speak together on a panel when I was in college and I still vividly remember how giddy and happy they were up on stage so I’m excited for the book.

What’s the best advice you ever received?
“Mr. Guinn, why do you have those games in your classroom if you’re never going to let us play them?” — one of my former students, talking about the board games, cards and dice I keep on a shelf in the corner. It reminds me that sometimes what we all need is just a day to have some fun.

Don’t just help students graduate. Prepare them for what’s next, says high school teacher

Sharon Collins at a New Heights Academy Charter School graduation with students.

How do teachers captivate their students? Here, in a feature we call How I Teach, we ask great educators how they approach their jobs. You can see other pieces in this series here.

When Sharon Collins found out that some of her students who were strong academically in high school had dropped out of college, she realized more could be done to prepare students for success after they graduate.

An environmental engineer-turned-teacher, Collins has taught middle school math and nearly every high school math subject. Currently teaching seniors at New Heights Academy Charter School in Harlem, Collins tries to ensure that her students feel supported and prepared after they leave her classroom by continuing to meet with and advise them as part of OneGoal, a program that helps teachers become mentors for students during college.

On top of that, her school models their classes after college courses to get students used to a university structure. And to continue growing as an educator herself, Collins works with Math for America as a co-facilitators on a peer learning team. Here, Collins shares how she engages students and pushes them to enjoy math and continue learning.

What’s one way you build strong personal relationships with students?

I teach seniors, so at the start of the year I meet with each of them individually. It helps me know them as people and as learners. I ask them about the future, about college, about possible careers. Where do your interests lie? It’s important know their feelings about math. We have a four-year math requirement, whereas there is normally is a three-year requirement in high schools. My goal is always for the students who hate math to like math by the end of the year — I show them how math relates to the world around them. I also get to know them through going on senior retreat and spending time during lunch period to open classroom. Once you put in that extra time to show that you care, they will put in more effort.

What does your classroom look like?

When you walk in you’d see student projects everywhere. You can see calculus students building roller coasters, board game designs made by the statistics class, who invite 8th graders to come play them to show them that math is fun. In pre-calculus, we do “Shark Tank,” where students come up with idea for product that will help them get money or help humanity and build prototypes of them. I have students from previous years come and serve as the judges. My classroom always has students coming in. Even during 9th period, which is when they can go home, they love to stay, and they get tutoring or just come and talk to me about what they’re thinking about college.

What issue in the education policy realm is having a big impact on your school right now and how are you addressing it?

Something in general is the intensity of the anti-immigration bias because the student population is 95 percent Latino at my school and that it had an impact on Washington Heights. One way to help with that is with this program I’m involved in called OneGoal, a program where you become a mentor for students in college to help them graduate. In it, we have the space to talk about these issues and just have individual conversations, in particular with undocumented students —just letting them know that they have a safe place here.

But in regards to policy, the issue in high school of not focusing on college is an issue. The goal of high schools is more on graduating students rather than what the next step is for them. That’s how I got involved with OneGoal. I mean, students graduate, but it was interesting seeing who graduated and who didn’t. Even students who were really strong academically sometimes didn’t graduate. I attended a workshop that helped students through college. It’s not all about academic challenges, it’s the social-emotional part too. So OneGoal starts in high school and follows students through the first year, providing them mentorship and support. So over the past year my focus has been going through that transition with students. It can be overwhelming. Their academics go at a faster pace, and its difficult transitioning from teacher to mentor. But it helps so much and college readiness is something that high schools need to be more focused on.

What does your grading style look like and what hacks do you use?

At New Heights, we changed grading style last year to make it more similar to what college looks like. There’s homework and classwork but they don’t count for grades, so this was a big flip for students since now it’s exam based. If you don’t do well on an exam, though, you can retake it. You can do test corrections, or in humanities you can write a paper to bring up the grade. That was a big switch, and I still feel like homework is important to make sure students do well on an assessment. So if you want to retake the test you have to do all of your homework and classwork, to show that there’s a connection between the homework and the testing. But in my class the summative assessments that are a big part of the class are the projects. We do about three to four per quarter. They’ll submit one and publicly present to class or school administration, and they have a rubric they can look at to see which areas they didn’t score high on to be able to resubmit it for a new grade. It’s all challenging because it’s a whole new way, but we want to show them the process of modification.

What’s the best advice you ever received?

Show unconditional love to all students. The influence of a great teacher lasts a lifetime. I was the first one to go to college in my family, and most of my student will be too. The amazing teachers I had and their confidence in me and what I could do was transforming.

What’s your go-to trick to re-engage a student who has lost focus?

To get students attention, I have this saying “Tres, Dos, Uno, Namaste,” and that’s kind of the keyword where they know to come together. I love doing yoga and at the beginning of every yoga class my teacher says “the light in me sees the light in you.” Students face challenges, with poverty and tragedy. I try to make the classroom a positive space. I greet them at the door, I high five students. Learning should be fun, and that’s something that I want to associate for them. So namaste, that’s the word that they associate with me.

How do you respond when a student doesn’t understand something?

One thing I do is I have students work in small learning teams — so what happens is I’ll give a formative instruction, see who’s struggling, pull them aside to work with them on the content during a project. Something that I tried last year was having a co-teaching model —so students would teach students, and sometimes they just feel more comfortable doing that. It might just click more, because their peers can relate the materials to things they know about. Another thing is that I always give students my cell, so that they can text me at any time. Sometimes I’ll get a text so late at night. I won’t give them the answer but I’ll help them, I’ll ask them questions to make them think about the problem a different way.

How this Colorado English teacher connected with a mom everyone said was impossible

PHOTO: Steve Debenport | Getty Images

Here, in a feature we call How I Teach, we ask educators who’ve been recognized for their work how they approach their jobs. You can see other pieces in the series here.

It was the start of the semester and Ted Halbert, an English teacher at Brighton High School north of Denver, had been warned. The mother of one of his students was extremely hard to handle, the other teachers said.

But Halbert didn’t wait for problems to flare. Instead, he contacted the boy’s mother early on, outlining his hopes for the teen and establishing a pattern of email back-and-forth that lasted through the year.

Halbert talked to Chalkbeat about his rule of thumb for communicating with the boy’s mother — and all parents, why he feels heartbroken when district tax levies fail, and how he uses a Metallica song to explore an anti-war novel with his students.

Halbert is one of 48 educators nationwide selected for the 2019 National Education Association Foundation Global Learning Fellowship. The goal of the program is to help teachers develop the skills to understand and act on issues of global significance.

This interview has been condensed and lightly edited.

Was there a moment when you decided to become a teacher?

Teaching is my second career. After graduating from Michigan State University with a degree in communications, I spent a year as a student with the international, cross-cultural, and performance-based organization Up with People. It was an incredible experience for me. I loved learning about the world and being in the world with diverse people and living with host families (I have lived with more than 140 host families on four continents). I was hired by Up with People and spent nine years with them — the last three as general manager. But, the organization ceased operations in December 2000 and I was out of a job.

I got a job working for Girls Inc. of Metro Denver as the director of new business and marketing but didn’t love it. But after school the girls would come to our facility for classes and I immediately figured out that I loved being around the learning environment and the learners.

And then, Sept. 11, 2001, happened. That day I made a vow to myself to make the most of my life and not wait for change. The next day I quit Girls Inc. and told the president that I was going to become a teacher. And so I did. I was 33.

How do you get to know your students?

From the first moment they walk in my classroom I do two things: First, I welcome them personally, by name, every day. Second, I try to find out something unique and interesting about each and every student and ask them about it as often as I can. This is an intentional process and must be considered carefully because there are some students who want to hide — they don’t want me to engage and interact — but I refuse to let them and eventually, we create a positive relationship based on growth and trust (and laughter).

Tell us about a favorite lesson to teach. Where did the idea come from?

Before reading the incredible novel “Johnny Got His Gun” by Dalton Trumbo, we listen carefully to Metallica’s song “One,” which was partially inspired by the movie based on Trumbo’s book. We draw what we think is thematically happening in the song, and pull lyrics as evidence to back up our ideas. This gets them engaged and excited to read the book. I mean, if Metallica wrote a song about it, right? So cool.

What object would you be helpless without during the school day?

Cool socks.

What’s something happening in the community that affects what goes on inside your class?

The refusal of the local community here in Brighton and the 27J area to support education through bonds or mill levies is absolutely maddening. Our textbooks are 25 years old. Our technology is outdated. Our rooms are packed with kiddos and when the bell rings at 7 a.m., some of them are barely awake. It truly takes the entire community to ensure the complete education of our young people and when a community does not step up, it breaks my heart. There is serious inequity in how we value our young people and something needs to be done about it. Regardless, I welcome every kid with enthusiasm and work my hardest so that they get the best education possible.

For the record: We have passed some bond issues, but only after making drastic decisions like split schedules (when 9th and 10th grades come early in the morning and 11th and 12th grade stay later) and pack our classes with kiddos. These actions wake up the community for a while so we can pass bonds so we can build new schools and facilities. Makes me sad … These kiddos are so amazing and they deserve better from their community.

Tell us about a memorable time — good or bad — when contact with a student’s family changed your perspective or approach.

I had a boy in my room and I was warned that his mom was “crazy” and impossible to manage. People who had the student in their class in other years would roll their eyes and wish me luck.

I reached out to her immediately and set up a relationship with her with very specific guidelines and goals. The goal, obviously, was the academic growth of her son, but I also made it clear that it was my goal that he have fun and be engaged, and want to come to class. Right off the bat, this impressed her and we were off to the races. The other goal (and this is so important when working with individual parents) was that our email communication would not take longer than 20 seconds to create and send. I’m rather serious about this with parents. I will keep in touch with them on an individual basis, but it must be concise and honest. The mother and I built a great relationship based solely on the health and success of the child. We had an incredibly successful year. The other teachers would grumble and complain, and I would just smile.

What part of your job is most difficult?

Understanding why education and young people and teachers aren’t more valued by our society is by far the most difficult part of my job. My students are the economic drivers of our future and deserve the best we can offer them. Where are the adults? Where are the politicians? Where is the support?

What was your biggest misconception that you initially brought to teaching?

My biggest misconception was that the students would be difficult to manage. I was wrong. They are wonderful, curious, funny, smart, and engaged and they give me hope. It is society and the community not supporting us that I didn’t expect.

What are you reading for enjoyment?

I am always reading multiple books, usually one fiction and one non-fiction. Right now, I am inhaling Colson Whitehead’s “The Underground Railroad” (wow) and “The Bounty: The True Story of Mutiny on the Bounty” by Caroline Alexander.

What’s the best advice you’ve received about teaching?

Teaching is about relationships. Build the relationships and they will come.